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Book part
Publication date: 12 August 2014

Clarence Maybee

This chapter discusses using phenomenography to study information experience. Phenomenographers aim to investigate people’s experiences of the world around them, which is…

Abstract

This chapter discusses using phenomenography to study information experience. Phenomenographers aim to investigate people’s experiences of the world around them, which is comprised of the interrelationship between an individual and a phenomenon they are focusing on. Phenomenography has been identified as a research approach suited to the study of information experience. Phenomenographic research investigating experiences of using information in different contexts has led to the development of informed learning, which is an approach to information literacy that emphasizes learning as an outcome of using information. Recent research focusing on information experience has been referred to as informed learning research. The preliminary findings from a current informed learning study illustrate the educative benefits of researching information experience. This study investigates a classroom lesson, in which a teacher outlines an assignment that requires the students to understand a language and gender topic by investigating the evolution of research on the topic. The lesson is experienced in multiple ways by the students and the analysis suggests a way of enhancing the lesson to enable more students to experience it in the way intended by the teacher.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

Keywords

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Book part
Publication date: 26 August 2019

Rachel Fundator and Clarence Maybee

Purpose – Academic librarians are well positioned to take on the role of the informed learning developer, working with teachers to design coursework in which students…

Abstract

Purpose – Academic librarians are well positioned to take on the role of the informed learning developer, working with teachers to design coursework in which students learn to use information as they engage with course context. This chapter aims to provide insights to academic librarians of how they may approach integrating information literacy into courses using an informed learning approach by identifying key aspects of this collaborative work.

Methods The literature on educational development, specifically outlining the core responsibilities, activities, skills, and models used by educational developers is reviewed and key aspects are identified and applied to describe the role of a developer working with teachers to foster learning through engagement with information in higher education.

Findings – Four key aspects of the work of educational developers are identified: collaborative, scholarly, contextual, and reflective. When adapted to describe the efforts of a developer focused on creating informed learning experiences for students, the four aspects include:

partnering with teachers to develop informed learning experiences by leveraging the expertise of the teacher and the librarian;

applying an informed learning pedagogic approach, and drawing from and sharing information literacy scholarship illuminating how information is used in the learning process;

creating informed learning experiences that are responsive to institutional and disciplinary perspectives; and

encouraging teachers to reflect on their intentions for content-focused learning and how learning outcomes may be shaped through interactions with information.

Implications – Drawing upon their expertise in how learners use information, academic librarians can use the findings to concentrate their consultative efforts to effectively partner with teachers to transform student learning experiences in higher education.

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Book part
Publication date: 12 August 2014

Abstract

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

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Article
Publication date: 7 August 2007

Clarence Maybee

This research project aims to provide an understanding of Mills College undergraduate students' experience of using information, which Mills librarians can use to develop…

Abstract

Purpose

This research project aims to provide an understanding of Mills College undergraduate students' experience of using information, which Mills librarians can use to develop effective information literacy instructional pedagogy.

Design/methodology/approach

Using a phenomenographic methodology, 18 undergraduate students at Mills College in Oakland, California, were interviewed and the transcripts were analyzed to reveal the ways that undergraduates experience using information.

Findings

Four distinct ways that Mills undergraduates experience information use are revealed in the paper.

Research limitations/implications

The results of this research project share similarities with other phenomenographic research, supporting the phenomenographic premise that there are a limited number of ways that a phenomenon is experienced.

Practical implications

Knowing the four ways that undergraduates experience using information provides Mills librarians with the necessary tools to develop effective learner‐centered instruction.

Originality/value

Knowing the ways that Mills undergraduates understand information use is the first step to designing an effective learner‐centered pedagogy that holds tremendous potential for teaching students to use information meaningfully to learn and accomplish goals.

Details

Reference Services Review, vol. 35 no. 3
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 12 August 2014

Hilary Hughes

This chapter highlights the varied scope of research in the emerging information experience domain. First, I share my perspective as educator-researcher on information

Abstract

This chapter highlights the varied scope of research in the emerging information experience domain. First, I share my perspective as educator-researcher on information experience and its association with informed learning. Then, in six methodological snapshots I present a selection of qualitative approaches which are suited to investigating information experience. The snapshots feature: action research, constructivist grounded theory, ethnomethodology, expanded critical incident approach, phenomenography and qualitative case study. By way of illustration, six researchers explain how and why they use one of these methods. Finally, I review the key characteristics of the six methods and their respective benefits for information experience research.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

Keywords

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Book part
Publication date: 12 August 2014

Christine Bruce, Kate Davis, Hilary Hughes, Helen Partridge and Ian Stoodley

The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with…

Abstract

The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with information. In developing the book we invited colleagues to propose a chapter on any aspect of information experience, for example conceptual, methodological or empirical. We invited them to express their interpretation of information experience, to contribute to the development of this concept. The book has thus become a vehicle for interested researchers and practitioners to explore their thinking around information experience, including relationships between information experience, learning experience, user experience and similar constructs. It represents a collective awareness of information experience in contemporary research and practice. Through this sharing of multiple perspectives, our insights into possible ways of interpreting information experience, and its relationship to other concepts in information research and practice, is enhanced. In this chapter, we introduce the idea of information experience. We also outline the book and its chapters, and bring together some emerging alternative views and approaches to this important idea.

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

Keywords

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Book part
Publication date: 26 August 2019

Kim L. Ranger

This conceptual chapter sets the stage for how librarians can support informed learning. It looks at how the intersections between informed learning, Bakhtin’s philosophy…

Abstract

This conceptual chapter sets the stage for how librarians can support informed learning. It looks at how the intersections between informed learning, Bakhtin’s philosophy of communication, and relational leadership contribute to a model of relational liaising. This chapter provides examples of practical applications, interdisciplinary collaboration, and shared leadership which librarians and other teachers can adapt for specific arts, humanities, or social sciences disciplines. Many of the illustrations are set within communication-related curricula but also include the arts.

Details

Informed Learning Applications: Insights from Research and Practice
Type: Book
ISBN: 978-1-78769-062-2

Keywords

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Book part
Publication date: 26 August 2019

Kim L. Ranger

Abstract

Details

Informed Learning Applications: Insights from Research and Practice
Type: Book
ISBN: 978-1-78769-062-2

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Book part
Publication date: 26 August 2019

Abstract

Details

Informed Learning Applications: Insights from Research and Practice
Type: Book
ISBN: 978-1-78769-062-2

To view the access options for this content please click here
Book part
Publication date: 12 August 2014

Abstract

Details

Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

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